Introduction to CRE

Importance of Studying CRE - Meaning of CRE

By the end of the lesson, the learner should be able to:

- Define the term CRE
- Explain the meaning of CRE
- Show interest in learning CRE

- Learners brainstorm in small groups the meaning of CRE
- Learners read what the people are saying about CRE and explain its meaning
- Learners search for the meaning of CRE from textbooks with teacher guidance
- Learners compare their definition with those found from research and come up with a definition of CRE
- Learners discuss their definition with the rest of the class

What is CRE?

- Oxford Alive CRE Learner's Book Grade 7 pg. 1
- The Holy Bible
- Charts
- Digital resources

- Oral questions - Written assignment - Observation

Introduction to CRE

Importance of Studying CRE - Importance of learning CRE
Importance of Studying CRE - Ways in which CRE promotes sound moral and religious values

By the end of the lesson, the learner should be able to:

- State the importance of learning CRE
- Discuss how CRE impacts their daily life
- Value the importance of learning CRE

- Learners state the values that they have acquired as a result of studying CRE
- Learners explain how they demonstrate these values in their daily life
- Learners discuss how CRE makes them good citizens
- Learners read what Joy, Baraka and Amani have written and analyze the importance of learning CRE
- Learners list jobs and occupations where knowledge of CRE is important

Why is it important to study CRE?

- Oxford Alive CRE Learner's Book Grade 7 pg. 3
- The Holy Bible
- Charts
- Digital resources
- Digital resources
- Charts
- Oxford Alive CRE Learner's Book Grade 7 pg. 4
- Posters

- Oral questions - Observation - Written assignments

Introduction to CRE

Importance of Studying CRE - Ways in which CRE promotes sound moral and religious values
Importance of Studying CRE - Ways in which values acquired through the learning of CRE promote harmonious living

By the end of the lesson, the learner should be able to:

- Identify values that are promoted through the learning of CRE
- Explain how these values help in living a moral life
- Appreciate the role of CRE in promoting sound moral and religious values

- Learners recite a poem about living a happy life through Christian values
- Learners identify the values that the learning of CRE promotes, according to the poem
- Learners explain how the identified values can help them to live a moral life
- Learners individually compose poems on how CRE promotes sound morals and religious values
- Learners recite their poems to classmates

What values does CRE promote?

- Oxford Alive CRE Learner's Book Grade 7 pg. 5
- The Holy Bible
- Charts
- Posters
- Oxford Alive CRE Learner's Book Grade 7 pg. 6
- Flash cards

- Observation - Oral presentation - Written assignments

Creation

Accounts of Creation - The biblical accounts of creation
Accounts of Creation - Similarities and differences between the two biblical accounts of creation

By the end of the lesson, the learner should be able to:

- Describe the first biblical account of creation
- Explain the order of creation according to Genesis 1:1-31 and Genesis 2:1-4(a)
- Appreciate God as the creator of the universe

- Learners are guided to an open area to study and observe the school surroundings
- Learners observe God's creation and list what they observe
- Learners identify features of God's creation in their school surroundings
- Learners explain how they take care of the creation they have listed
- Learners in pairs draw a diagram and complete it by writing what God created on each day according to Genesis 1:1-31 and Genesis 2:1-4(a)
- Learners explain why human beings are a special creation of God according to Genesis 1:27

How is the first account of creation different from the second account?

- Oxford Alive CRE Learner's Book Grade 7 pg. 9
- The Holy Bible
- Charts
- Pictures
- Oxford Alive CRE Learner's Book Grade 7 pg. 10
- Oxford Alive CRE Learner's Book Grade 7 pg. 13
- Posters

- Oral questions - Written assignments - Observation

Creation

Accounts of Creation - Attributes of God from the biblical accounts of creation

By the end of the lesson, the learner should be able to:

- Identify attributes of God from the biblical accounts of creation
- Explain the meaning of each attribute of God
- Appreciate God's attributes manifested in creation

- Learners in pairs complete a table showing descriptions of the attributes of God according to the accounts of creation in Genesis 1 and 2
- Learners identify other attributes of God from the first and second biblical accounts of creation
- Learners using digital devices search the internet to find out the attributes of God according to the first and second biblical accounts of creation
- Learners make a chart showing attributes of God from the first and second biblical accounts of creation
- Learners present their chart in class and discuss the meaning of each attribute

What do we learn about God from the biblical accounts of creation?

- Oxford Alive CRE Learner's Book Grade 7 pg. 15
- The Holy Bible
- Charts
- Digital resources

- Oral questions - Written assignments - Observation - Project work

Creation

Accounts of Creation - Importance of learning about the biblical accounts of creation

By the end of the lesson, the learner should be able to:

- Discuss the importance of learning about the biblical accounts of creation
- Explain what they have learned from the creation stories
- Value God's work of creation

- Learners read what their peers said after learning about the creation stories in school
- Learners discuss what they have learned from what the peers said
- Learners explain how learning about the creation stories has benefited them
- Learners create a tune for a song about the days of creation and sing it
- Learners discuss what they learn about God from the song
- Learners compose a song on the second account of creation and sing it in class
- Learners participate in a class prayer thanking God for creation

How has learning about the biblical accounts of creation benefited you?

- Oxford Alive CRE Learner's Book Grade 7 pg. 17
- The Holy Bible
- Charts
- Digital resources

- Oral questions - Observation - Portfolio

Creation

Accounts of Creation - Taking care of God's creation
Responsibility over animals, fish and birds - The biblical teaching on responsibilities given to human beings over animals, fish and birds

By the end of the lesson, the learner should be able to:

- Identify ways of taking care of the environment
- Explain the importance of taking care of the environment
- Show responsibility in taking care of the environment

- Learners work in groups to brainstorm and choose one way of taking care of the environment
- Learners draw a table showing what role each group member will play in taking care of the environment
- Learners carry out the activity of taking care of the environment
- Learners discuss the importance of taking care of the environment
- Learners discuss how the activity helped them in taking care of God's creation

Why should we take care of God's creation?

- Oxford Alive CRE Learner's Book Grade 7 pg. 19
- The Holy Bible
- Charts
- Cleaning materials
- Oxford Alive CRE Learner's Book Grade 7 pg. 21
- Pictures

- Observation - Project work - Portfolio

Creation

Responsibility over animals, fish and birds - Ways in which we protect animals, fish and birds

By the end of the lesson, the learner should be able to:

- Explain why we should take care of animals, fish and birds
- Describe ways in which people show responsibility towards animals, fish and birds
- Desire to be responsible in caring for animals, fish and birds

- Learners read what Janet, Faith, and John are saying about being responsible
- Learners explain why Janet, Faith, and John are living responsible lives
- Learners discuss how they take care of animals in their immediate environment as a show of responsibility
- Learners read what Mary, David, and Zuri are saying about the importance of animals, fish, and birds
- Learners list God's creation that provides them with meat, milk, labor, and companionship
- Learners list animals and birds reared in homes and explain their importance

Why should you protect animals, fish and birds?

- Oxford Alive CRE Learner's Book Grade 7 pg. 22
- The Holy Bible
- Charts
- Pictures

- Oral questions - Written assignments - Observation

Creation

Responsibility over animals, fish and birds - Ways in which we protect animals, fish and birds

By the end of the lesson, the learner should be able to:

- Identify ways in which people protect animals, fish and birds
- Discuss the importance of protecting animals, fish and birds
- Show responsibility in protecting animals, fish and birds

- Learners study pictures showing ways of protecting animals, fish and birds
- Learners identify ways in which the people in the pictures are protecting animals, fish and birds
- Learners explain why the activities in the pictures are important
- Learners discuss other ways in which they can protect animals, fish and birds
- Learners identify an animal, fish or bird that is reared at home or at school
- Learners explain strategies they can use to protect and care for the animal, fish or bird

How can we reduce conflicts between human beings and wild animals?

- Oxford Alive CRE Learner's Book Grade 7 pg. 24
- The Holy Bible
- Charts
- Pictures

- Oral questions - Observation - Written assignments

Creation

Responsibility over animals, fish and birds - Ways in which we protect animals, fish and birds
Responsibility over animals, fish and birds - Practising good stewardship by taking care of animals, fish and birds

By the end of the lesson, the learner should be able to:

- Describe ways in which the people of Taita-Taveta County take care of animals, fish and birds
- Outline how Christians take care of God's creation today
- Show commitment to protecting animals, fish and birds

- Learners read a case study about the people of Taita-Taveta County and how they practice agriculture and rear animals
- Learners identify the creatures found in Taita-Taveta County according to the story
- Learners explain different ways in which the people of Taita-Taveta County are taking care of animals, fish and birds
- Learners complete a table on how Christians take care of God's creation today
- Learners study a poster made by Jabali and discuss the message
- Learners make a poster to sensitize the school community on the importance of taking care of animals, fish and birds

How do the people of Taita-Taveta County take care of animals, fish and birds?

- Oxford Alive CRE Learner's Book Grade 7 pg. 26
- The Holy Bible
- Charts
- Manila papers
- Colored pencils
- Oxford Alive CRE Learner's Book Grade 7 pg. 27

- Written assignments - Project work - Observation

Creation

Responsibility over animals, fish and birds - Practising good stewardship by taking care of animals, fish and birds

By the end of the lesson, the learner should be able to:

- Recite a poem about sharing the earth with other creatures
- Explain the message in the poem about taking care of God's creation
- Show commitment to being a good steward of animals, fish and birds

- Learners recite a poem titled "Let us share this earth"
- Learners explain the message in each stanza of the poem
- Learners recite the poem in class
- Learners compose their own poem thanking God for creating plants
- Learners recite their poems during Environmental Club meeting
- Learners explain to members of their club the importance of trees in promoting a healthy ecosystem

Why should human beings share the earth with other creatures?

- Oxford Alive CRE Learner's Book Grade 7 pg. 28
- The Holy Bible
- Charts
- Manila papers

- Oral presentation - Observation - Written assignments

Creation

Responsibility over plants - Responsibilities given to human beings over plants

By the end of the lesson, the learner should be able to:

- Identify different types of plants
- Explain the importance of plants
- Appreciate plants as God's creation

- Learners study the plants shown in pictures and identify them by name
- Learners list the types of plants found in their locality
- Learners explain how the plants they have listed are important to their family
- Learners discuss how they take care of plants in their locality
- Learners take a walk around the school compound
- Learners observe plants found in the school compound and identify them by name
- Learners draw some of the plants they have observed on a chart
- Learners display their chart in the classroom

Why should you take care of plants?

- Oxford Alive CRE Learner's Book Grade 7 pg. 31
- The Holy Bible
- Charts
- Pictures of plants

- Oral questions - Written assignments - Observation - Project work

Creation

Responsibility over plants - The biblical teaching on caring for plants to conserve the environment

By the end of the lesson, the learner should be able to:

- Explain the importance of plants according to the Bible
- Describe ways of taking care of plants
- Value the responsibility to care for plants

- Learners read an article about Haller Park and answer questions about it
- Learners write down the types of plants mentioned in the article
- Learners discuss the importance of plants according to the article
- Learners explain the responsibility which Bamburi Cement Company exercised over plants
- Learners discuss the importance of the plants in their locality
- Learners explain why they should take care of plants in their environment

How do you care for plants in your environment?

- Oxford Alive CRE Learner's Book Grade 7 pg. 31
- The Holy Bible
- Charts
- Digital resources
- Oxford Alive CRE Learner's Book Grade 7 pg. 34
- Pictures

- Oral questions - Written assignments - Observation

Creation

Responsibility over plants - Ways in which the responsible use of plants contributes to economic growth

By the end of the lesson, the learner should be able to:

- Explain what responsible use of plants means
- Discuss ways in which responsible use of plants leads to economic growth
- Value the economic importance of plants

- Learners identify and name plants that have economic importance in their locality
- Learners discuss how the plants they have named have led to economic growth in their locality
- Learners explain how people in their locality use plants wisely and in a thoughtful manner
- Learners discuss how using plants responsibly contributes to economic growth
- Learners read a story about Paul and Maua who are farmers
- Learners explain how Paul and Maua benefit from the plants on their farm
- Learners discuss how plants have benefited Paul and Maua in meeting their basic needs, protection from malnutrition and earning money

How does the responsible use of plants contribute to economic growth?

- Oxford Alive CRE Learner's Book Grade 7 pg. 36
- The Holy Bible
- Charts
- Pictures

- Oral questions - Written assignments - Observation

Creation

Responsibility over plants - Ways in which the responsible use of plants contributes to economic growth

By the end of the lesson, the learner should be able to:

- Identify responsible ways of using plants
- Explain how each responsible use of plants leads to economic growth
- Value the economic benefits of plants

- Learners read a conversation between Grade Seven learners of Salama Junior Secondary School and Mr. Shauri, an environmentalist
- Learners identify the responsible ways in which plants mentioned in the conversation are used
- Learners explain how each responsible use of plants leads to economic growth
- Learners discuss other ways of using plants responsibly and how they lead to economic growth
- Learners read posters on the economic importance of plants
- Learners explain the economic importance of plants according to the posters
- Learners discuss other ways in which plants benefit people economically

What are the economic benefits of plants?

- Oxford Alive CRE Learner's Book Grade 7 pg. 39
- The Holy Bible
- Charts
- Pictures
- Manila papers

- Oral questions - Written assignments - Observation - Project work

Creation

Use and misuse of natural resources - Ways in which human beings use natural resources
Use and misuse of natural resources - Ways in which human beings misuse natural resources

By the end of the lesson, the learner should be able to:

- Identify natural resources that God created
- Explain how natural resources are used
- Value natural resources as God's creation

- Learners study pictures showing natural and man-made resources
- Learners identify the pictures that show natural resources
- Learners explain how each natural resource identified is important to human beings
- Learners identify natural resources found in their county
- Learners name other natural resources found in their county
- Learners study pictures showing uses of different natural resources
- Learners discuss how each natural resource in the pictures is used
- Learners complete a table showing natural resources found in their environment and how they are used

Why should we conserve the environment?

- Oxford Alive CRE Learner's Book Grade 7 pg. 42
- The Holy Bible
- Charts
- Pictures
- Oxford Alive CRE Learner's Book Grade 7 pg. 44

- Oral questions - Written assignments - Observation

Creation

Use and misuse of natural resources - Effects of misusing natural resources

By the end of the lesson, the learner should be able to:

- Identify effects of misusing natural resources
- Discuss how misuse of natural resources affects communities
- Show concern for the effects of misusing natural resources

- Learners read stories about two villages - Salama and Makutano
- Learners identify natural resources found in each village
- Learners discuss how the natural resources in each village have been misused
- Learners explain the effects of misusing natural resources on the people of each village
- Learners discuss the effects of people misusing natural resources in their community
- Learners debate on the motion: "There are many harmful effects of destroying the environment"
- Learners write a short paragraph giving their opinion on the issue after the debate

What are the effects of misusing natural resources?

- Oxford Alive CRE Learner's Book Grade 7 pg. 46
- The Holy Bible
- Charts
- Pictures

- Oral questions - Written assignments - Observation - Debate

Creation

Use and misuse of natural resources - Biblical teachings on good use of God's creation
Use and misuse of natural resources - Conserving the environment

By the end of the lesson, the learner should be able to:

- Outline biblical teachings on good use of God's creation
- Explain biblical verses on responsible use of natural resources
- Value biblical teachings on good use of God's creation

- Learners read notes written by Raymond about biblical teachings on good use of God's creation
- Learners discuss what Raymond wrote about Christians resting on the seventh day
- Learners discuss what Raymond wrote about using the sabbatical year to allow the land to regain fertility
- Learners discuss what Raymond wrote about not misusing resources
- Learners discuss what Raymond wrote about condemning destruction of the environment
- Learners discuss other biblical teachings on good use of God's creation

What does the Bible teach about the use of God's creation?

- Oxford Alive CRE Learner's Book Grade 7 pg. 47
- The Holy Bible
- Charts
- Digital resources
- Oxford Alive CRE Learner's Book Grade 7 pg. 48
- Manila papers
- Colored pencils

- Oral questions - Written assignments - Observation

The Bible

Functions of the Bible - Importance of the Bible in society today

By the end of the lesson, the learner should be able to:

- Explain the importance of the Bible in society today
- Discuss two ways the Bible is used in society today
- Appreciate the Bible as the inspired word of God

In groups, learners are guided to:
- Share experiences of how they use the Bible
- Debate and write the main points on how the Bible is used in society today
- Read in turns 2 Timothy 3:16-17, Hebrews 4:12 and outline lessons learnt
- In groups prepare charts on the importance of the Bible and make a presentation in class

Why is the Bible important in the life of a Christian?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 52
- Charts
- Flash cards
- Oxford Alive CRE Grade 7 pg. 53
- Digital devices
- Projector

- Oral questions - Written assignments - Observation - Checklists

The Bible

Functions of the Bible - The role of the Bible for holistic growth

By the end of the lesson, the learner should be able to:

- Explain how the Bible promotes spiritual and moral growth
- Demonstrate how to apply Biblical teachings in daily life
- Appreciate the role of the Bible in personal development

In groups, learners are guided to:
- Discuss in groups how the Bible promotes spiritual and moral growth of a person
- Read Psalm 119:105 and discuss how it guides their spiritual life
- Write reflection on how reading the Bible has influenced their spiritual growth

How does the Bible contribute to a person's spiritual growth?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 57
- Charts
- Pictures and photographs

- Written assignments - Observation - Questions and answers - Journal

The Bible

Functions of the Bible - The role of the Bible for holistic growth
Functions of the Bible - Ways in which God's Word inspires different services among Christians

By the end of the lesson, the learner should be able to:

- Explain how the Bible promotes social, emotional and intellectual growth
- Analyze Biblical teachings that enhance holistic development
- Desire to read the Bible for personal growth

In groups, learners are guided to:
- Discuss in groups how the Bible promotes social, emotional and intellectual growth of a person
- Read Romans 12:1-2 and discuss how it contributes to intellectual growth
- Share experiences of how the Bible has helped in their emotional growth

How does the Bible contribute to a person's social and emotional development?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 58
- Digital Course Books
- Charts
- Oxford Alive CRE Grade 7 pg. 59
- Pictures showing Christians serving

- Oral questions - Written assignments - Self-assessment - Observation

The Bible

Functions of the Bible - Ways in which God's Word inspires different services among Christians
Divisions of the Bible - The two divisions of the Bible
Divisions of the Bible - The two divisions of the Bible

By the end of the lesson, the learner should be able to:

- Analyze how Biblical teachings inspire Christians to serve in different capacities
- Participate in different services in the local community
- Appreciate the importance of serving others

In groups, learners are guided to:
- Participate in different services in their local community and write a journal
- Compose a song about the Bible
- Read Ephesians 2:10 and discuss how it relates to Christian service

How can you apply what you learn from the Bible to serve others?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 60
- Resource person
- Charts
- Oxford Alive CRE Grade 7 pg. 63
- Charts
- Flash cards
- Oxford Alive CRE Grade 7 pg. 64
- Flash cards

- Project work - Observation - Journal - Peer assessment

The Bible

Divisions of the Bible - The classification of the books of the Old Testament

By the end of the lesson, the learner should be able to:

- Outline the four major categories of books in the Old Testament
- Identify books that belong to each category
- Appreciate the diversity of books in the Old Testament

In groups, learners are guided to:
- In pairs, outline the four major categories of books in the Old Testament
- Group books of the Old Testament according to their categories
- Create a chart showing the categories of books in the Old Testament

How are books in the Old Testament classified?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 65
- Flash cards
- Charts

- Oral questions - Written assignments - Observation - Check lists

The Bible

Divisions of the Bible - The classification of the books of the New Testament
Divisions of the Bible - Appreciation of the Bible for reflective learning

By the end of the lesson, the learner should be able to:

- Outline the four major categories of books in the New Testament
- Group books of the New Testament according to their categories
- Value the diversity of the New Testament books

In groups, learners are guided to:
- In pairs, outline the four major categories of books in the New Testament
- Group books of the New Testament according to their categories
- Design a bookmark showing the books of the Bible and place it in their Bible

How are books in the New Testament classified?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 66
- Flash cards
- Charts
- Oxford Alive CRE Grade 7 pg. 67
- Journal

- Observation - Written assignments - Peer assessment - Project

The Bible

Divisions of the Bible - Appreciation of the Bible for reflective learning and living

By the end of the lesson, the learner should be able to:

- Discuss how Biblical teachings can be applied in daily life
- Apply Biblical principles in making decisions
- Show willingness to live by Biblical principles

In groups, learners are guided to:
- Share experiences of how they have applied Biblical teachings in their lives
- Role play on applying Biblical principles in various situations
- Create personal goals based on Biblical principles

How can you apply Biblical teachings in your daily life?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 68
- Charts
- Journals

- Observation - Peer assessment - Journal - Role play

The Bible

Bible Translations - Bible translations used in Kenya today

By the end of the lesson, the learner should be able to:

- Identify different Bible translations used in Kenya today
- Explain the characteristics of different Bible translations
- Appreciate the availability of different Bible translations

In groups, learners are guided to:
- In groups, list translations/versions of the Bible that they know
- Use digital devices to search on the different translations/versions of the Bible
- Compare different versions of the same Bible passage

Why are there different translations of the Bible?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 73
- Different Bible versions
- Digital devices

- Oral questions - Written assignments - Observation - Check lists

The Bible

Bible Translations - Bible translations used in Kenya today
Bible Translations - Reasons for translation of Bible into local languages

By the end of the lesson, the learner should be able to:

- List different Bible translations available in Kenya
- Discuss the origin of different Bible translations
- Show interest in exploring different Bible translations

In groups, learners are guided to:
- Examine different Bible translations available in class
- Discuss the differences between various translations
- Create a chart showing different Bible translations used in Kenya

What are the differences between various Bible translations?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 74
- Different Bible versions
- Charts
- Oxford Alive CRE Grade 7 pg. 76
- Charts
- Resource person

- Oral questions - Written assignments - Observation - Project

The Bible

Bible Translations - Reasons for translation of Bible into local languages

By the end of the lesson, the learner should be able to:

- Identify challenges faced in Bible translation
- Explain the skills required for Bible translation
- Value the work of Bible translators

In groups, learners are guided to:
- Discuss challenges that Bible translators face
- Brainstorm on skills required for Bible translation
- Read about Mr. Tenda's challenges in translating the Bible into Kwenzu language and discuss possible solutions

What challenges do Bible translators face?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 77
- Charts
- Resource person

- Oral questions - Written assignments - Observation - Group discussions

The Bible

Bible Translations - Social and economic effects of translation of the Bible into local languages

By the end of the lesson, the learner should be able to:

- Identify social effects of Bible translation into local languages
- Explain how Bible translation has influenced local cultures
- Appreciate the social impact of Bible translation

In groups, learners are guided to:
- Brainstorm on how people have benefited from the different Bible translations
- Read the story about the people of Bweza and discuss the social effects
- Create a chart showing social effects of Bible translation

How has Bible translation affected communities socially?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 78
- Charts
- Resource person

- Oral questions - Written assignments - Observation - Project

The Bible

Bible Translations - Social and economic effects of translation of the Bible into local languages
Leadership in Israel: Moses - Ways in which God prepared Moses for leadership

By the end of the lesson, the learner should be able to:

- Identify economic effects of Bible translation into local languages
- Discuss how Bible translation has contributed to economic development
- Appreciate the economic impact of Bible translation

In groups, learners are guided to:
- Interview a resource person on the social and economic effects of translating the Bible to local languages
- Debate on the topic: "Is Bible translation still necessary in our society today?"
- Prepare a poster on economic benefits of Bible translation

How has Bible translation contributed to economic development?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 79
- Charts
- Resource person
- Oxford Alive CRE Grade 7 pg. 83
- Flash cards

- Oral questions - Debate - Observation - Project

The Bible

Leadership in Israel: Moses - Ways in which God prepared Moses for leadership

By the end of the lesson, the learner should be able to:

- Analyze how God prepared Moses through his encounter at the burning bush
- Identify the objections Moses raised when called by God
- Value God's presence in preparing leaders

In groups, learners are guided to:
- Read Exodus 3:1-22, Exodus 4:1-20 and discuss how the work that Moses was doing prepared him for leadership
- Identify the objections Moses raised and how God addressed them
- Create a chart showing how God prepared Moses for leadership

How did God prepare Moses to lead the Israelites?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 84
- Charts
- Flash cards

- Oral questions - Written assignments - Observation - Project

The Bible

Leadership in Israel: Moses - The roles played by Moses during the Exodus

By the end of the lesson, the learner should be able to:

- Identify the roles played by Moses during the Exodus
- Explain how Moses led the Israelites through the Red Sea
- Appreciate the challenges of leadership

In groups, learners are guided to:
- Read Exodus 14:10-16, Exodus 14:21 in turns
- Discuss the roles played by Moses during the crossing of the Red Sea
- Create flash cards with different roles played by Moses during the Exodus

What roles did Moses play as a leader of the Israelites?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 85
- Charts
- Flash cards

- Oral questions - Written assignments - Observation - Project

The Bible

Leadership in Israel: Moses - The roles played by Moses during the Exodus
Leadership in Israel: Moses - The leadership qualities of Moses that Christians can emulate
Leadership in Israel: Moses - The leadership qualities of Moses that Christians can emulate

By the end of the lesson, the learner should be able to:

- Describe how Moses provided for the needs of the Israelites
- Explain how Moses resolved conflicts among the Israelites
- Show willingness to take up leadership roles

In groups, learners are guided to:
- Read Exodus 15:22-25, Exodus 18:5-10, Exodus 18:13-26, Deuteronomy 4:1-6
- Discuss the leadership roles that Moses played during the journey through the wilderness
- Role play how Moses delegated responsibilities to leaders of thousands, hundreds, fifties and tens

How did Moses solve problems faced by the Israelites?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 86
- Charts
- Flash cards
- Oxford Alive CRE Grade 7 pg. 87
- Oxford Alive CRE Grade 7 pg. 89

- Oral questions - Role play - Observation - Project